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TESOL 2016, Baltimore 50 Years: 1966 to 2016
Joan Wink
www.JoanWink.com Breaking Borders with Stories:
Birth to Death 9:30 to 10:15, Friday, 4.8.16
Hilton Holiday 6
Today’s presentation
•50 Years • Birth to Death – guest speaker • Why stories? (how-to) • Examples of Stories • Things I know & things to do • Where to find these things
The Story of 50 Years of TESOL
Mrs. Johnson Dr. Ehrensberger Beto What can be learned from this?
The Story of… a nice Spanish teacher.
From Joanie Richardson to Mrs. Wink to Mommy to Ms. Winkie to Dr. Wink to Joanie to Dawn Wink’s mom
Circa 1966 – Joanie Richardson
The value of collaborative learning in a very complex socio-cultural context. • Vygotsky • Shakespeare • Meaning, not memory • Dialogue, not silence
Conversation is the laboratory and workshop of the student.
~ Ralph Waldo Emerson
Stories: Birth to Death
Birth Death
The Story of
• A birthday cake • Cancer • A little girl
Why Stories
• To break borders, even our own self-imposed borders;
• To affirm identity; • To capture a moment in time; • To create our shared heritage; • To access language and literacy; • To teach.
The Story of LEA
What I can think about, I can talk about. What I can say, I can write. What I can write, I can read. I can read what I can write and what other people can write for me. Roach Van Allen, 1960s Sylvia Aston-Warner, 1960s Krashen and Terrell, 1983
Language Experience Approach
The Story of
Mamas, Meaning, and Motivation
http://www.joanwink.com/store/teaching-passionately/teaching-passionately-mamas-meaning-and-motivation/
The 5 Hypotheses
• Lower the Affective Filter • CI + 1 • Monitor • Acquisition vs. Learning • Natural Order
The Story of
Two Young Boys from the Congo
Reflective Cycle
Describe
Analyze Interpret
Action Plan
Focus
Experience
New Focus
Think about what to think about
www.joanwink.com/scheditems/reflection-an-overview.pdf
Retrieved from
: ww
w.joanw
ink.com/scheditem
s/ALE
R-P
resentation-Part1-
Final.pdf
Literacy transfers
Energy Technology (credit_
The Story of…
The Idea Generator
The Story of…
Missy and the Most Magnificent Thing
The Power of the Narrative
The human brain favors stories or the narrative form as a primary means of organizing and relating human experience. Stories contain large amounts of valuable information even when the storyteller forgets or invents new details.
~Silko, The Turquoise Ledge: A Memoir
Some things I know.
• Words have power. • Collaborative learning in a
complex social cultural context is good.
• Stories matter.
The Story of…
Love trumps methods
Human relations are at the heart of schooling.
Cummins, 2001, as cited in Wink, 2011, p 90.
Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf
Ken and Yetta Goodman taught us to focus on teaching and
learning which is:
Meaningful, purposeful,
relevant, respectful
• The human brain favors stories or the narrative form as a primary means of organizing and relating human experience. Stories contain information even when the storyteller forgets or invents new details.
Leslie Marmon Silko, The Turquoise Ledge: A Memoir
Education is radically about love.
~ Paulo Freire
Personal communication, N. Millich, November 3, 1998; cited in Wink, 2005, p. 2
Retrieved from
: ww
w.joanw
ink.com/scheditem
s/ALE
R-P
resentation-Part1-
Final.pdf
Stick together.
Things to do on Monday
Stop. Stare. Scribble. Share.
Stop
Stare
Scribble
Share
Stop
Stare
Scribble
Stop
Stare
Share
Scribble
Stop
Stare
Share
Scribble
Stop
Stare
Share
Scribble
Stare
Share
Scribble
Stop
Stare
Share
Scribble
Retrieved from: www.joanwink.com/scheditems/stop-stare-scribble-share.pdf
What is Critical Pedagogy?
Wink, 2005, p. 178 www.joanwink.com/scheditems/3perspectives.php
Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011) p. 189
Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf
Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011).
Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf
Cummins, J. (2009) Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 38-56. Used with permission, Wink, J. (2011) p. 190.
Scaffold Meaning
Extend
Language
Activate Prior Knowledge /
Build Background Knowledge
Affirm Identity
Literacy Engagement
↨ Literacy
Achievement
Retrieved from:www.joanwink.com/scheditems/CP-How-do-we-do-it-012412.pdf
Scaffold Meaning
Extend Language
Affirm Identity
Activate Prior
Knowledge
Participants Share-out
Thank you
• for attending our session; • for your desire to learn more, so that you students succeed more; • for not giving up during difficult times; • for all that you do; • for all that you are.
We can do it with any content. We can do it any time. We can do it many ways. We can do it with a rhyme. We can do it with a song. We can do it as we write. We can do it using tools. And, we can do it because
it is right. Thanks, Chris Roe, TESOL, 2012 http://www.joanwink.com/scheditems/
TESOL_2012_Scaffolding_Presentation.pdf
At rare intervals, the most significant factors in determining the future occur in infinitesimal quantities on unique occasions. (L. Mumford, The Transformation of Man, 1956)
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